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This course offers an in-depth and high-quality qualification in primary school teaching, leading to Qualified Teacher Status (QTS). The 38-week, three-unit course is run in partnership with local schools and prepares you to teach children aged between five and 11.
The course has a professional emphasis with a minimum of 90 days (18 weeks) spent in schools. School experience is a crucial element of the course and you will undertake two different school placements at Key Stages 1 and 2. Over the course of the placements you will have increasing responsibility for a whole class.
The course starts early in September with an intensive induction programme when you will be introduced to the University, learn about the use of ICT for personal and professional development, be introduced to the foundation subjects and science, and start your sessions on research methodology. During this time we will start to prepare you for your first placement.
This course, comprising 2 x 30 credit units, has been designed to address the Universitys M Level criteria.
An important aim of the course is to improve the school learning experience of primary pupils academically, socially and emotionally, through developing primary teachers critical understanding of their roles and responsibilities and their capacity to lead change. It will achieve its aim by supporting you to achieve all of the learning outcomes detailed in the two units through:
- study of, reflection on, and discussion of the course content and associated readings;
- activities undertaken in face-to-face sessions and/or through supported distance-learning;
- assignments designed to be of practical relevance to the role of the primary teacher, and to help you build career-long habits of criticality, reflectivity and creativity;
- activities designed to address the assignments in the assessment strategy for both courses. In Unit 2 this will include a small-scale project on an action research model in your own school.
In order to gain the Postgraduate Certificate you will be required to demonstrate that you have achieved the learning outcomes of both units at pass level.
Course structure
- Unit 1: Exploring primary education (30 credits).
- Unit 2: Changing practice in primary education (30 credits).
If both units are taken, they must be studied in this order. Students may apply for accreditation of prior learning (APL) against the learning outcomes of one of these units. (See MA Education Handbook for details of the APL procedure).
Self-assessment, peer review and summative assignments all play a part in this Postgraduate Certificate. Assessment is closely linked to learning in the two units and is designed to support your ability to use personal reflection to make connections and plan for adaptation and change.
You are required to submit one summative assessment for each unit of study. For each of the two units, you will submit part of this for formative feedback at a specific point partway through the unit. The summative assessment in both cases consists of written work based on or accompanied by practical work you will have completed as you worked through the unit. Clear details of the core learning outcomes, assessment criteria and M-Level criteria are identified in the Course Handbook. As far as possible, assessment across units has been designed to give you experience of a wide range of assessment tools.
The specific focus of each assessment will be negotiated with your unit tutor to ensure that the assessment meets your personal and professional needs and is appropriate to your chosen focus and unit.
The course provides you with a carefully planned and coherent sequence of learning opportunities that facilitates your development via diagnostic, formative and summative assessments.
M-Level Assessments
At this level the expectations, in terms of the quality of work you produce is high and you will need to take active control of your learning. At Masters Level the expectation is that you are an independent and confident learner. You will undertake formative and summative assignments that are challenging and require mature argument, sustained research, and fluent, cogent presentation. You will be required to draw upon an extensive range of literature to demonstrate a deep theoretical understanding. You may have joined the course having progressed from a PGCE with M-Level credits and therefore will be familiar with M-Level study.
Assignments at Masters Level require a depth of intellectual understanding to meet the unit learning outcomes. There is an emphasis on the capacity to engage in reflective practice, synthesis, comparison,
contrast and to critically evaluate theoretical and methodological concepts. The assignments are designed to test understanding of theoretical concepts through their application to a given context, as well as the ability to construct a reasoned, sustained and coherent argument and to articulate it fluently. You are required to demonstrate an appropriate level of research, develop independent argument, and to reference accurately. Assignments will also provide evidence of knowledge and understanding, allow you the opportunity to express your individual responses to a topic or issue, and to demonstrate research into a given topic.
Through the unit assignments you will practice and reinforce skills in information technology and information retrieval, data handling, Key Skills and skills associated with conventional academic tasks.
Assessment Requirements and Regulations
Unit assessment is based on specified learning outcomes and assessment criteria. The assignment must be passed for you to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback forms refer back to these criteria and offer detailed comment to you on the assessment piece.
- All units must be passed (credited) at the appropriate level to achieve the qualification.
- Units are assessed by the production of evidence to meet the unit outcomes specified for the level of award for which you are enrolled, and meeting the appropriate level criteria as specified in the Course Handbook.
- All unit learning outcomes and assessment criteria must be met for a unit to be credited.
- You must submit for a unit within one year of starting it. Any deferral request must be submitted within that year to the Course Board (Assessment) after the conclusion of teaching for the unit. Any deferral is subject to UoB regulations.
- Each assessment is graded. The UoB 16 point grading system is used for this.
Educational Aims
Aims
To enable you to:
- acquire knowledge and understanding relevant to your role in primary education in order to improve the learning experiences of your pupils;
- share views, understandings and experiences of education with your peers;
- develop habits of criticality, reflectivity and creativity that will enable you to work more effectively with school colleagues for the benefit of primary pupils.
To support you to:
- become acquainted with, and to apply, a range of conceptual frameworks for understanding views of learning, pedagogy, assessment and the formal curriculum;
- develop skills for critical evaluation of current policies, practice and research in primary education;
- further your expertise in an area of primary education of specific interest to you;
- develop an understanding of, and be able to use with confidence, action research methodology in your own school environment;
- develop confident strategies for informing and engaging work colleagues, in order to work collaboratively with them to bring about school improvement;
- re-evaluate your professional role and be proactive in your own professional development;
- initiate and contribute positively to improvement initiatives capable of having a positive impact on the whole school community.
During the course you will be supported by unit tutors. Your unit tutor for each unit will be your personal tutor for the duration of that unit. The Course Leader for the Postgraduate Certificate will also provide you with course updates and support.
You will receive different support at different stages of the course. Regular tutorial sessions held throughout the period of study will support your academic, personal and professional development. You will communicate with the community of learners and tutors through use of ICT including the course Virtual Learning Environment (VLE), BREO. It is expected that you will check both of these regularly.
On the course considerable emphasis is placed on our academic advisory and tutorial support systems, which we encourage you to use. You will have a named personal tutor for each unit (your unit tutor) who will offer unit specific support. If you have any doubts about your ability to cope academically or personally with your studies we encourage you to discuss this with your personal tutor, who will be able to direct you to appropriate support.
UoB Facilities and Resources
You have access to a range of support services during your course. Information regarding these services will be given during an Induction Day at the start of the course, at the Bedford Campus. Induction Days (normally held on a Saturday) will take place in October and January and provide a full induction to the course. The day will cover:
- registration events;
- study skills at Masters Level;
- library induction;
- BREO induction, including advice on how BREO will be used to support blended learning
academic referencing;
You are also supported through:
- specific and detailed formative feedback on an assessment by assessment basis to enable you to develop the quality of your work;
- the course VLE, BREO, which supports academic discussion with peers and tutors outside of the classroom. Academic support is also available via BREO in the form of online tutorials;
- specialist support :
- professional counselling staff in the Student Centre;
- the Universitys Centre for Personal and Career Development;
- the Changing Course guide.
- Student Support Services http://www.beds.ac.uk/studentlife/support concerning issues associated with counselling, careers, health, finance, childcare and disability.
Assessment Feedback from Unit Tutors
You will receive a detailed Course Handbook which clearly identifies your assessment tasks and marking criteria. Feedback from each assignment will include advice on areas of strength and development. You will be encouraged to reflect on personal progress and feedback and through discussion with your personal tutor identify personal targets to take your learning forward.
Course Tutorials
The unit tutorial system will play a key role in providing appropriate academic support in order to enhance learning, progression and achievement. You will have tutorial time for each unit of study. For a 30 credit unit you have two hours. You will be encouraged to discuss feedback regarding assessed pieces of work. Guidance on research methods and academic writing are integral to all units, to develop your research skills and competencies.
Academic advice
The Corporate Academic Advisory Service (CAAS) offers confidential advice to all students registered at the University who are experiencing difficulties with their studies.
PAD
The Professional and Academic Development Team (PAD) offers a diverse selection of services to all students. Whether you are struggling with certain aspects of your studies, or simply wish to develop and explore certain skills further, the PAD team is there to offer you a helping hand.
Student Voice
There will be a student representative for each Postgraduate Education course and they will be invited to Staff Student Consultative Committee meetings and provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.
Learning Resources
Learning Resources offers a range of services aimed at supporting you whilst at University. These include the traditional library services - borrowing, reserving and renewing books, DVDs and other library materials; as well as providing access to networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and two designated Academic Liaison Librarians who can support you with information literacy training. These services are restricted to members of the university therefore to access any of them you need to present your current University ID card.
You may be required, at the discretion of the Course Leader, to undergo diagnostic testing for academic English language abilities, and may further be required, at the Course Leaders discretion, to participate in academic English support workshops or classes offered by the University.
The specific content of units requires you to work collaboratively to achieve desired outcomes within your own professional context(s). In taught sessions there is a shared responsibility for the success of the learning, where all students are expected to play a full part in the interactive elements of the learning experience. Throughout the course you will be expected to work collaboratively with peers. The unit sessions will involve group discussions and learners working together.
BREO will be used extensively to address issues raised in class. Units will have BREO discussion boards set up where you may be given unit tasks to complete, including on-line seminars. This will support communication with your tutor and other students - to discuss issues and to extend the field of your research.
Small group discussions with plenary sessions, small group oral presentations and formatively assessed small group investigations develop these skills. You will spend part of most teaching sessions working in a range of varying small groups or pairs, sharing ideas, researching information. You will be encouraged to take team working strategies away and put them into action with your school colleagues.
All assignments require you to clarify your strengths and aspirations for career development and demonstrate your potential. The curriculum is a link between professional and theoretical strands rather than being purely academic and hence, unit tutors will stress the application and evaluation as it relates to your organisational context.
You are able to access student support services including career advice. . You can view the website at http://BREO.beds.ac.uk/webapps/portal/frameset.jsp?tab_id=_482_1.
For further information visit the website at www.beds.ac.uk/career.
Career
This award provides a clear progression route to build on students undergraduate degrees. It may be used as the basis for further study on Masters and doctoral (PhD and EdD) level programmes.
Students will have access to the Centre for Personal and Careers Development service in Bedford as well as on-line (http://careers.beds.ac.uk/ ) throughout their course of study.
Further study
This course may be used as the basis for an Accreditation of Prior Learning (APL) claim into an MA Education course.
Students must have recent or current experience of working in a primary school for the unit Exploring Primary Education, and be currently working in a primary school for Changing Practice in Primary Education. While the course is aimed mainly at primary school teachers, Qualified Teacher Status is not a pre-requisite. However, prospective students who are not teachers should look carefully at the unit descriptions and assignments and contact the Course Leader to discuss the suitability of the course for them.
Credit Transfer
It will be possible for credits to be brought into the course through an Accreditation of Prior Learning (APL) process. The maximum APL allowed for a Postgraduate Certificate is 30 credits, which must be mapped against the learning outcomes of one of the units.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
The course is wholly inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the Course Leader, individual members of the academic staff, as well as staff from the Disability Advice Team. The course should not present any barriers to students with disabilities that cannot be overcome using the universitys policy on support for students with disabilities. All applications identifying disabilities are followed up by letter or at interview to establish the level and type of support required.
The Disability Advice Team will discuss any issues you may have and can provide such services as: sign language interpreters, note takers, dyslexia screening/tuition, support materials for students with dyslexia and/or dyscalculia, and support with mobility on campus. The team offers confidential advice and information about academic and personal issues, special arrangements/adjustments for some assessments/ examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.
The university disability policy can be viewed at http://www.beds.ac.uk/studentlife/support/disabilities/policy.
Advice on the nature of specific disabilities and the reasonable adjustments which can be made to accommodate disabled students is available from the Disability Advice Team - see http://www.beds.ac.uk/studentlife/support/disabilities.
Communication
You will develop a range of communication skills during the course. You will need to have a well developed ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary. In written work, you will be helped to develop an appropriate academic style which is analytical. You will have the opportunity to work in groups via BREO.
You will be guided on how to present work in a manner appropriate to the intended audience(s) and evaluate own overall performance. In particular:
- synthesise information from relevant sources and select effective ways of structuring this information, including use of images to illustrate complex points clearly;
- show assured, accurate and fluent use of language in presenting information, sustaining the interest of others and responding perceptively to your contributions; and evaluate own overall approach to the task and the effectiveness of own application of skills, establishing ways of enhancing those skills in the future.
You will be encouraged and supported to participate constructively in group discussions, demonstrating your ability to critically reflect upon your own experience, with reference to research, theory and national frameworks, and the views and ideas presented by others.
Written
You will receive detailed feedback on all aspects of assignments. Areas of good practice and areas for development will be identified; advice will be given on the improvement of the assignment. All units develop written communication skills and you will require the ability to produce concise assignments in order to maintain focus using demanding material.
Spoken
Level related assessment criteria enable and require you to practice and develop more demanding oral communication and presentation skills at Masters Level. Small group discussions, plenary sessions and class-based workshops will also enable you to practice and develop your oral communication skills and to engage in stimulating discussions, to respond to questions and persuasively to defend viewpoints on controversial issues through debate.
Information Literacy
You will be expected to use a range of skills in this area. You will need to access a wide variety of literature sources and be able to apply theory to practice within assessment submissions. You will use appropriate relevant ICT software to produce documents, presentations and data analysis. In producing assignments for all units you will practice and develop information literacy skills.
In developing information literacy you will be helped to:
- find relevant sources of reliable empirical findings and theoretical models and conceptual frameworks;
- employ appropriate analytical and evaluative frameworks;
- use effective communication and presentation formats.
The course VLE will be used extensively and you will be able to access a range of support materials via the VLE and contribute regularly to on-line seminars and discussion groups to communicate with students and staff.
You will attend a session during the Induction Day, which covers information literacy strategies.
Research and Evaluation
You will be trained in best use of library facilities and search systems. You will be given a range of extracts from texts to discuss in sessions and on-line. You will be issued with a reading list to support the course and each unit and advice on how to reference your reading. Discussion in class will help you identify appropriate reading topics and texts and ways to evaluate your activities. Your assessments will require you to include reference to appropriate reading. You will critically examine educational research methods throughout the course, with a focus on practitioner enquiry that enables you to research the impact of your own practice. You will undertake school-based research and critically evaluate your findings in light of current research and literature, producing assignments that require you to display independence in all aspects of the research process.
To help with the development of research skills you will be guided in the use of educational research methodology, and in particular
- reflective journal;
- school-based practitioner enquiry (action research model);
- effective communication and presentation formats.
Creativity and Critical Thinking
To develop this you will be given a range of research texts to analyse, to develop your critical skills. Theoretical concepts will be explored and evaluated and the education-based research undertaken will give you the opportunity to develop these skills further. All assignments require critical thinking and creativity as do many of the learning strategies. To develop these skills you will:-
- examine the nature and limitations of a range of theories and evaluate their appropriateness in responding to a range of issues and topical questions concerning learning and teaching;
- practice applying those theories to practice;
- examine education policy and consider its implications for practice;
- be required to move beyond criticism of national frameworks, policy and practice to develop your own position on issues related to primary education.
You will be supported throughout the process by unit/personal tutors. They will provide academic support to you and advise you on all issues relating to your progress on the course. You will be encouraged to relate the theoretical base to your own context and also to develop your analytical and evaluative skills. Feedback will be developmental in nature and you will be encouraged to develop practice based on this feedback. You will receive detailed written feedback on both of your summative assignments. Unit tutors will clarify advice, guidance and comment if you require. Using the VLE and some class contact time tutors will identify areas for improvement for the year group as a whole following the marking of assignments.
You will be encouraged to take control of and manage your own learning and read widely around the subject. The process of systematic self-reflection on your performance and related developmental needs is crucial to developing independence.
The foundations for this responsibility for your own learning are laid during the course Induction Day. Introductory workshops on personal and academic development encourage you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so. Having begun to identify areas for personal improvement you are made aware of courses and contacts for developing your skills and abilities further.
BREO provides you with information on essay writing and guidance on academic writing e.g. referencing, plagiarism, structuring an essay. This guidance is reinforced by all members of the course team as they teach their units. It should underpin your reflection upon your learning experiences.
At Masters level you will be expected to take responsibility for your own learning.
Progress will be recorded through formative and summative feedback and you will be encouraged to incorporate the feedback within your future assessment submissions.
Your unit tutors will guide you through the initial stages of preparing your assignments, which starts at induction and is reviewed at key points throughout the course e.g. after your first formative assignment you will receive feedback that gives you the opportunity to reflect and consider ways in which you might improve specific skills and/or build on the strengths demonstrated. Unit tutors will meet with you periodically to review progress and support your professional practice. You may decide to keep a Progress File a written record of reviews and an action plan for your study work.
Further guidance and support on Progress Files is available on the CETL web site (see http://bridgescetl.beds.ac.uk/curriculum/curriculum_guides ).
- All teachers should have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.
- All teachers should hold positive values and attitudes and adopt high standards of behaviour in their professional role.
- All teachers should maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity.
- All teachers should recognise and respect the contributions that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment.
- All teachers should have a commitment to collaboration and co-operative working where appropriate.
- All teachers should evaluate their performance and be committed to improving their practice through appropriate professional development.
- All teachers should have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
- All teachers should act upon advice and feedback and be open to coaching and mentoring.
- Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.
- All teachers should have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.
- All teachers should hold positive values and attitudes and adopt high standards of behaviour in their professional role.
- All teachers should maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity.
- All teachers should recognise and respect the contributions that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment.
- All teachers should have a commitment to collaboration and co-operative working where appropriate.
- All teachers should evaluate their performance and be committed to improving their practice through appropriate professional development.
- All teachers should have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
- All teachers should act upon advice and feedback and be open to coaching and mentoring.
- Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.
